Teachers Network
Translate Translate English to Chinese Translate English to French
  Translate English to German Translate English to Italian Translate English to Japan
  Translate English to Korean Russian Translate English to Spanish
Lesson Plan Search
Proud New Owners of teachnet.org... We're Very Flattered... But Please Stop Copying this Site. Thank You.
Our Lesson Plans
TeachNet Curriculum Units
Classroom Specials
Popular Teacher Designed Activities
TeachNet NYC Dirctory of Lesson Plans

VIDEOS FOR TEACHERS
RESOURCES
Teachers Network Leadership Institute
How-To Articles
Videos About Teaching
Effective Teachers Website
Lesson Plans
TeachNet Curriculum Units
Classroom Specials
Teacher Research
For NYC Teachers
For New Teachers
HOW-TO ARTICLES
TEACHER RESEARCH
LINKS

GRANT WINNERS
TeachNet Grant:
Lesson Plans
2010
TeachNet Grant Winners
2009
TeachNet Grant Winners
Adaptor Grant Winners
2008
TeachNet Grant Winners
Adaptor Grant Winners
2007
TeachNet Grant Winners
Adaptor Grant Winners
Other Grant Winners
Power-to-Learn
Math and Science Learning
Ready-Set-Tech
Impact II
Grant Resources
Grant How-To's
Free Resources for Teachers
ABOUT
Our Mission
Funders
   Pacesetters
   Benefactors
   Donors
   Sponsors
   Contributors
   Friends
Press
   Articles
   Press Releases
Awards
   Cine
   Silver Reel
   2002 Educational Publishers Award

Sitemap

How To: Adjust Your Teaching Style to Your Students' Learning Style
How to Home
How To: Adjust Your Teaching Styles to Students' Learning Styles
How To: Develop as a Professional
How To: Implement Standards, Curriculum, and Assessment

Improving Memory Skills, Part 1
Sharon Longert

One of the most called upon resources of the human brain is memory.  There are very few
academic tasks that do not call upon our ability to remember.  Webster’s New World Dictionary defines the verb remember:  to think of again; to bring back to mind by an effort; recall; to be careful not to forget; to call to mind.  All tasks from the simplest to the most complex in the classroom and social environments ask students to use their memory.   These memory tasks require auditory, visual or kinesthetic remembering.  One of the first rules for students with memory skill limitations is to have their hearing checked.  The following suggested activities can help to establish improved memory skills.

Auditory Tasks

  • Give the student a verbal message to deliver to another teacher, secretary, or school personnel.  Increase the length of the message as the student is successful.
  • Have the student practice repetition of information (naming objects, daily routines, addresses, phone numbers, days, months, colors) to improve short-term memory skills.
  • Stop at various points during a lesson/presentation of information to check the students’ comprehension.
  • Have the student repeat/paraphrase directions, explanations, and instructions.
  • Have the students memorize the first sentence or line of a poem or song, increase the length as the student is successful.
  • Give the student one task at a time to perform; introduce the next task when the first one is completed.
  • Reduce distracting stimuli when information is presented.

Visual Tasks

  • Allow the student to play concentration games with symbols, letters, numbers, familiar objects.  Increase the number of pairs as success is achieved.
  • Teach chunking, that is, organizing information into tiny bits, rather than long strings. (34125670 into units of 34, 12, 56, 70).
  • Show a picture of an object for a few seconds, ask the student to recall specifics about color, size, shape.
  • Provide environmental cues to improve classroom/home success with charts of rules, schedules, steps for solving problems and daily routines.
  • Give the student written/pictorial lists of things to do and materials needed.
  • Break large tasks into individual units to be learned one at a time.
  • Make sure the student is attending to the task or the source of the information.
  • Make sure the student is looking at the assignment, making eye contact as appropriate.

Kinesthetic Tasks

  • Record a message on tape and have the student write the message as it is heard.  Increase the complexity as the student progresses.
  • Actively engage the students by having them physically perform sequential activities such as solving math problems, following recipes or operating equipment.

Combination Tasks

  • Teach information gathering skills in sequential steps:  Listen carefully, write the important points, ask for clarification, wait for complete instructions before beginning a task.
  • Use associative cues and pneumonic devices to remember sequences.

Combination tasks require more complexity as students progress. Start simply and then move on.

To Improving Memory Skills, Part 2

 

Come across an outdated link?
Please visit The Wayback Machine to find what you are looking for.

 

Journey Back to the Great Before